Abstract
The purpose of this study is to evaluate the 12 SEM scientific thinking models for affective response, thinking disposition, scientific creative thinking, and scientific reasoning with the data from 171 valid questionnaires collected. Instruments used include Affective Response Scale, Thinking Disposition Scale, Classroom Test of Scientific Reasoning, and Scientific Creative Thinking Test. Results indicated the 7th scientific thinking model was the best model, and the majority of the fit indices have indicated good fit of the best model to the data. The main findings included (1) Affective response had significantly direct effects on thinking disposition, direct and indirect effects on scientific creative thinking and scientific reasoning; (2) Thinking disposition had significantly direct effects on scientific creative thinking, and indirect effects on scientific reasoning; (3) Scientific creative thinking had a significantly direct effect on scientific reasoning. These results indicated that best model could be used to explain and predict the performance and the relationships of affective response, thinking disposition, scientific creative thinking and scientific reasoning in students’ scientific thinking. Implications for science teaching and future research were discussed.
| Keywords: | thinking disposition; scientific thinking; scientific reasoning; scientific creative thinking; affective response |
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